Project Planning and Sustainability Strategies, 7.5 credits
Project Planning and Sustainability Strategies, 7.5 högskolepoäng
| Course Code: | LPMR22 |
| Confirmed: | May 22, 2025 |
| Valid From: | Sep 01, 2025 |
| Education Cycle: | Second-cycle level |
| Disciplinary domain: | Social sciences |
| Subject group: | Other Subjects within Social Science |
| Specialised in: | A1N Second cycle, has only first-cycle course/s as entry requirements |
| Main field of study: | Global Studies |
On completion of the course, the student should be able to:
• Project planning
• Sustainability strategies
• Research ethics
The teaching consists of lectures, seminars and exercises performed individually and in groups.
A learning management system is used.
Students who have been admitted to and registered for a course have the right to receive instruction/supervision for the duration of the time period specified for the particular course instance to which they were accepted. After that, the right to receive instruction/supervision expires.
Language of instruction is in English.
A bachelor's degree (i.e., the equivalent of 180 ECTS credits at an accredited university) with at least 90 credits in global studies or social science including independent work, i.e., a thesis or the equivalent. English proficiency is required.
The grades A, B, C, D and E are all passing grades. For courses with more than one element of examination, students are given a final grade based on an overall assessment of all the elements included in the course.
The examination is based on the intended learning outcomes.
The course is examined through an individual written assignment and a seminar. The individual written assignment is graded with A/B/C/D/E/FX or F. The seminar is only graded with U/G (Fail/Pass).
The examination must allow for students to be assessed on an individual basis. Further information concerning assessment of specific intended learning outcomes and grading criteria is provided at the beginning of the course.
To receive the final grade of the course, the individual written assignment and the seminar assignment must have been passed. The final grade of the course is determined by the grade given to the individual written assignment.
| Name of the Test | Value | Grading |
|---|---|---|
| Seminar | 2 credits | G/U |
| Individual written assignment | 5.5 credits | A/B/C/D/E/FX/F |
The instruction is followed up throughout the course. A course evaluation is conducted at the end of the course. A summary and comments are published in the learning management system. The evaluation constitutes a basis for future improvements to the course.
Students are guaranteed a minimum of three attempts to pass an examination, including the regular attempt.
If a student has failed the same examination three times, the student can request that the next attempt be graded by a new examiner. The decision to accept or reject such a request is made by the associate dean of education. A student may not make a second attempt at any examination already passed in order to receive a higher grade.
In case a course is terminated or significantly altered, examination according to the earlier syllabus shall be offered on at least two occasions in the course of one year after the termination/alteration.
The examiner has the right to give an adapted examination or let the student carry out the examination in an alternative way provided that the intended learning outcomes can be secured and that there are exceptional reasons for this, including the student's right to targeted study support.
Diakonia Environmental Mainstreaming Introduction + Toolbox 1-3
Diakonia Gender Mainstreaming Toolbox 1-5
Diakonia Global Gender Justice Policy 2021
Heath, Mary (2012).On Critical Thinking. The International Journal of Narrative Therapy and Community Work . No.4.
Kirkemann, Jakob & Tomas Martin (2007). Applying A Rights-Based Approach. An Inspirational Guide for Civil Society . The Danish Institute for Human Rights. 47 p.
Mezirow, J. (1997). Transformative learning: Theory to practice. In P. Cranton (Ed.), Transformative learning in action: Insights from practice – New directions for adult and continuing education , No. 74 . San Francisco: Jossey-Bass. 8 p.
NORAD (Norwegian Agency for Development cooperation) (2008). Results Management in Norweigan Development Cooperation, A Practical Guide , Oslo.36p.
Shutt, Cathy (2016). Towards and alternative development management paradigm? Expertgruppen för biståndsanalys. Rapport 2016:07, Stockholm. 83 p.
Van Es, Marjan, Irene Guijt & Isabel Vogel (2015). Hivos ToC Guidelines. Theory of Change Thinking in Practice.A Stepwise Approach . The Hague: Hivos. 120 p.
Vähämäki, Janet, Schmidt, Martin & Molander, Joakim (2011). Review: Result-based management in development cooperation . Riksbankens jubileumsfond, Stockholm. 53 p.
Additional articles may be added.
Citing Sources – How to Create Literature References
http://ju.se/library/search--write/citing-sources---how-to-create-literature-references.html
Sourcewise: A Student's Guide to Avoiding Plagiarism
Information about plagiarism at higher education institutions
Available in the learning management system